There is current news on the intent of the state legislature to take over the State Board of Education, and the articles on the subject include a discussion of the 2021 Ohio Remediation Report. That report states that the percentage of students going to higher education and requiring remediation in Mathematics and/or English is declining.
Most of that gain appears to have been achieved by changing definitions.
When I started teaching Mathematics at the University of Akron in 1978, approximately 80% of the incoming students had not mastered Algebra I enough to pass a placement test into a college-level Mathematics course.
That 80% figure was national, often quoted as 'only 15% of 12th grade students were ready for a college-level Math course' (The difference in percentages was due to those students who didn't go to higher education).
When I retired in 2017, that 80% figure had not changed, despite the addition of lots of technology, and rounds of 'innovation' from Colleges of Education.
So, universities and colleges around the country were under pressure to 'fix the problem', and responded by generating courses which were not actually college-level, simply eliminating the requirement for a Math course, or re-defining what a Math course was. Others, such as the University of California system, have tried to hide the problem by 'just in time' remediation, which works about as well as one would expect.
After a half century of teaching and thinking about this problem, I wish I could have an answer, as a genuine solution would likely make me rich. I can, however, safely say that wishing it away doesn't help.
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